Jason Schuster steers as Tom Spilker, director of engineering extension, helps unload a limited late-model race car Feb. 9 in the Tractor Test Lab. The car, purchased from three-time IMCA-Modified national champion Johnny Saathoff of Beatrice, will be used to promote the engineering profession to the general public as a career choice, Spilker said. The University of Nebraska Motorsports Program plans on racing the car locally beginning this spring.

Moeser, Kellogg Group Call for Move Toward 'Engagement'

In the face of a popular perception that higher education provides public service which is "out of touch and out of date," University of Nebraska-Lincoln Chancellor James Moeser and 26 other current and former public and land-grant university presidents have laid out a forward-looking framework for change.

Their open letter to the chief executives of the nation's state and land-grant colleges and universities, "Returning to our Roots: The Engaged Institution" calls on public institutions to become "engaged institutions" by:

o Responding to the needs of today's and tomorrow's students, not yesterday's.

o Enriching students' experiences by bringing research and engagement into the curriculum and offering practical opportunities for students to prepare for the world they will enter.

o Putting critical resources (knowledge and expertise) to work on the problems facing the communities they serve.

"My university and others must move from public service to engagement," Moeser said. "To do so, we should create real partnerships with local communities, partnerships in which we define problems together, share goals and agendas, develop common definitions of success, and pool or leverage university, public and private funds."

Last fall, the Association of American Universities, which represents 62 leading North American research universities (including Nebraska), published on its Web site a directory of member universities' community service programs. The Web address for the directory is http://www.tulane.edu/ ~aau/CommServ.htm.

Moeser serves on the 27-member Kellogg Commission on the Future of State and Land-Grant Universities, which was created by a $1.2-million grant from the W.K. Kellogg Foundation to the National Association of State Universities and Land-Grant Colleges. "The Engaged Institution" is the third of a series of commission reports, in the form of letters to public university officials, that frame a vision for reforming public higher education and outline actions for change. Graham Spanier, president of Pennsylvania State University and former UNL chancellor, chairs the commission. John V. Byrne, former president of Oregon State University, is the executive director.

"The Engaged Institution" report stresses that "engagement" goes well beyond conventional, one-way notions of public service. "The commission," says the report, "envisions partnerships, two-way streets defined by mutual respect among the partners for what each brings to the table." The report concludes by recommending that:

o Our institutions transform their thinking about service so that engagement becomes a priority on every campus, a central part of institutional mission.

o Each institution develop an engagement plan measured against the seven-part template incorporated into this document.

o Institutions encourage interdisciplinary scholarship and research, including interdisciplinary teaching and learning opportunities.

o Institutional leaders develop incentives to encourage faculty involvement in the engagement effort.

o Academic leaders secure stable funding to support engagement, through reallocation of existing funds or the establishment of a new federal-state-local-private matching fund.

The report also presents 11 case studies that illustrate pioneering ways land-grant and public universities have been working to become engaged institutions.

Based on the portraits of the 11 institutions' deep involvement with their communities, the commission concluded that seven guiding characteristics seem to define an engaged institution: responsiveness, respect for partners, academic neutrality, accessibility, integration of engagement into institutional mission, coordination of efforts, and adequacy of resources.

The entire text of "Returning to Our Roots: Student Access" is available on-line at NASULGC's Web site http://www.nasulgc .org.

University Investigates Discovery of Bone Fragments

University of Nebraska-Lincoln officials were notified Feb. 5 that small amounts of bone fragments and a tooth were found in room 109 Bessey Hall, a lab used for anthropology teaching and research. An investigation is under way to determine if the bone fragments and tooth are human remains that may be subject to the Native American Graves Protection and Repatriation Act.

University Police characterized the fragments as being "an amount small enough to fit in the palm of your hand." In addition to the fragments and tooth, two notebooks of anthropology field notes also were found. One notebook measures approximately 7 x 9 inches and is clearly labeled as a Nebraska archeological field catalog for the summer of 1937. Another notebook measures approximately 8 x 11 inches and is titled "Ponca Fort Site KX1."

University officials are perplexed by this most recent discovery because 109 Bessey was thoroughly searched and all human remains removed. "I can, with all certainty, state that as of Dec. 21, 1998, these items were not in the area in which they were found Friday. It would have been impossible to overlook those notebooks in our previous search of the room. We don't know how they came to be there, but an investigation is under way," said Sgt. Bill Manning of University Police.

"Regardless of how and why these remains came to be in 109 Bessey, we are as committed now to the NAGPRA policies as we have been in the past," said Chancellor James Moeser. "If the fragments and tooth are Native American remains, the university will make every effort to repatriate them. The university once again urges anyone with new information on Native American remains to come forward."

60,000 Volumes Sent to Love North Basement

Portion of Love Library Collection to Be Moved

Because of a space crunch, some items in the Love Library Collection will be moved in the next few months.

Many of the shelves in Love Library are so full that new books cannot be added. In order to shelve new materials, the Libraries are turning an equipment and gift collections storage area in Love North basement into collection storage. The 7,000 feet of shelving will accommodate approximately 60,000 volumes. This is less than 3 percent of the Libraries' more than 2.2 million volume collection.

Librarians have identified rarely circulated Love Library titles to be placed in the north basement storage area. The titles include ceased and inactive serials, government documents backfiles, and all Love volumes classified as 500s and 600s in the Dewey Decimal system. These latter materials are science and technology titles acquired before 1965. In addition, pre-1993 backfiles of 10 titles from the Mathematics Library will be included in the Love storage area. Most of the Math titles are available electronically through the JSTOR collection of full-text electronic journals <http://www.jstor.org>.

Volumes will be moved into storage beginning in late February-early March. The move will be completed by April. The IRIS records for the volumes placed in storage will be updated to reflect a location status of Love Storage and a circulation status of "available." Circulation Services staff will retrieve volumes upon request.

In addition to requesting items at the Circulation Desk in Love Library, you may request retrieval via the campus delivery system. InfoQuest forms can be found at any of the University Libraries circulation desks and also at http://www.unl.edu/ill/iq/i nfoques.htm.

Questions about the collection move may be directed to Agnes Adams, collection development coordinator agnesa@unllib.unl.edu or Debra Pearson, circulation librarian debp@unllib.unl.edu.

Media Images, or Lack of Them, Raise Issues for People of Color

By Gabi Volgyes, Public Relations

A 9-year-old girl came home from school one day and said to her mother, "I wish I was white."

"Why?" her startled mother asked.

The little girl replied, "Because then I would be beautiful."

This true story was related during a Feb, 8 roundtable discussion "Media Images of People of Color." It was one of many examples used to illustrated the power of the media, and the reality given by mainstream images in the modern world.

Today's world is one in which television is the greatest medium, with a power and reach that can be hard to fully understand. The under-representation of minorities in this powerful medium has established and confirmed the role and identity of people of color for years, according to those participating in the discussion.

Suzy Prenger, who moderated the panel, said the "reflections of perceptions of students of color are important, especially where the media images are the only images we have." Prenger said the purpose of the series is to challenge beliefs, develop new perspectives, and recognize the role of media in the lives of today's student.

Martin Ramirez, a counselor with Counseling and Psychological Services, focused on the depiction of Hispanics and Latinos in the media.

Ramirez pointed to his childhood as his first understanding of the power of the media. He said, "We saw Speedy Gonzales, and we laughed. We saw the Lone Ranger and Tonto, and we laughed-because we didn't know any better." He added that because there were so few depictions of Latinos, "we thought we were invisible. We got the message that we aren't human, we don't exist."

Combined with the lack of Latino role models was the depiction of Latinos as second class citizens, Ramirez says. He asked the audience to consider the roles in which Latinos are remembered: Ricky Ricardo in I Love Lucy; the "bad guys" in westerns and the modern day equivalent, COPS; the roles given to Cheech Marin; and the show Chico and the Man. All of these shows send latent images about the Latino in America and what is and is not appropriate, he said.

Ramirez considers the driving force of media today to be economics, said Latinos hold an untapped but growing economic power. While some change is happening, he said, it is because of the increasing economic power of the Latino community, and that must continue to occur if the children of the future are to overcome the stereotypes of the present.

Mary Lee Johns, representing the Lincoln Indian Center, is Lakota. She said she was raised on a reservation, a "light-skinned person in a brown-skinned world." She spoke of not liking her light skin and of feeling sorry for the whites who lived on the reservation because they didn't have the family ties she had. She spoke with pride about her differences, and with indignation about the portrayal of Native Americans in the media.

Johns asserted that the only way Indians are portrayed today is as a historical phenomenon, rather than as a living, breathing culture. "The current way [the media has] of showing Indians as a historical phenomenon disallows children a presence and makes their future impossible," she said.

By pointing out the media treatment of "uncomfortable truths" of the past, such as the holocaust of Native Americans, and the repeated violations of treaties with the Lakota and other tribes, Johns made a strong case for the removal of media bias against Native Americans.

Ken Tucker, a recruitment officer at Southeast Community College, said he believed that that "the Black person in America is a commodity; he has been historically and is one today." Tucker claimed media creates reality through images. He traced the historical progression of media definition of race, from the Chesapeake Bay when blacks were just people, to today, when the media choose people who preach hegemony and promote them.

Tucker was the one to relate the story of the 9-year-old girl who wanted to be white. The girl was his daughter. The experience really drove home to him the way she saw her reality, and the images that had been created for her by the media. "We've been telling her every day since then that she is beautiful," he said. By doing this, Tucker is attempting to break the pattern that has long been dominant in America.

Approximately 50 people attended the discussion, which was part of the Voices of the People series. Audience members raised issues such as affirmative action, spirituality, advertising campaigns such as the current Taco Bell campaign, institutional racism, agenda setting, music and fashion.

William Olubodun, acting assistant director of Student Involvement, challenged those in attendance to think critically, and to live, work and learn together.

Phase-in of Business Centers, ASP Causing Anxiety

Seminars Scheduled to Help Folks Cope with Stress

By Allison DeLunger, Public Relations

Nancy Myers, director of the university's Employee Assistance Program, will lead several upcoming seminars on understanding change and stress associated with the phase in of business centers or implementation of the Administrative Systems Project.

These seminars, which will focus on different topics, are scheduled for Feb. 18, March 18 and April 15. All three seminars will occur in Room E103 of the Beadle Center from 2-4 p.m.

The seminars are open to anyone with interest in the topics. They are free of charge and no preregistration is required.

The first seminar, Feb. 18, is titled "Understanding change associated with Business Centers or ASP."

This seminar will examine how the UNL culture is likely to be affected and how the way in which we conduct many business processes will change.

UNL is undergoing change in the way in which we conduct our business and management information systems. How will these changes affect you as an individual as well as the university as a whole?

We will be reducing paperwork and relying more on the computer to exchange information. Instead of checking information or obtaining multiple signatures prior to making a decision, different ways of using approval reports are being explored to verify that the information entered was correct. We will need to think about how the work we do will impact not only the person in the office next to us, but the campus location across the state.

The March 18 seminar is titled "Understanding Stress associated with Business Centers or ASP."

This seminar will focus on ways that individuals can manage change and help others in a positive way. Tips and best practices to reduce stress, increase learning confidence and maintain the human side of the workplace will be presented.

Whenever an organization undergoes major change, stress occurs. Not all stress is negative and many of the changes associated with Business Centers or ASP will benefit UNL and ultimately simplify and clarify the work many of us do. There is a period of time, however during change which is referred to as a learning curve. When we are entering a learning curve, we are exploring new territory. Many questions and unknowns emerge. Some of us may experience uncertainty or frustration during the time it takes to master new systems.

The April 15 seminar is titled "Communication Skills for Change Management."

This seminar will focus on communication skills that are useful in managing change and giving feedback.

As UNL moves through a series of changes, the work that each of us do will increase in its value and impact. The communication that used to be filtered up or down through a number of layers of bureaucracy will be much more direct and systemic. To make our changes work, we need to be able to communicate and interact with all levels of individuals throughout the university. Decisions will not only be made from the top of the organization, but be generated with input from many different employee positions and areas. How do we give feedback tactfully to our supervisor, co-worker or the person that we have never met across campus? How can we reduce misunderstandings and conflict and generate mutual understanding and agreement? How do we balance the quickness of technology with the human need to interact and exchange information?

The ASP Lincoln Transition Team offers the following information.

"When will Business Centers be introduced to the Lincoln campus?" This question was asked on the ASP FAQ website. The first business center was formally created on the Lincoln campus in 1995 with the Filley Hall Business Center. Prior to this the Division of Continuing Studies and the Office of University Housing were already operating as business centers.

"What is a Business Center?" A Business Center is a concept to create a working environment and structure where the administrative operation would lead to increased productivity and higher efficiency.

The Administrative System Project was started by the University of Nebraska to select and implement new technology (SAP) to support the financial and human resource functions of the university. ASP implementation started in 1997 and brought a higher awareness of the advantages of business centers as the university moves to a decentralized input and retrieval administrative community.

For more information about ASP visit the web site at http://asp.uneb.edu.